Forget What You Know about Instructional Design and Do Something Interesting

Michael Allen, the eLearning guru, is presenting now. Wow, he really does look like his picture. I always thought it was interesting that he has his picture on all his books. Interpret it how you may.

I have seen his books all over the place, but have never heard anybody refer to him. However, the topic seems interesting (especially as I am an instructional designer).

Cool, he is using a technology from one of the vendors here at the conference–TurningPoint Audience Response System. He just took an instant poll and showed the results on his slide.

I like his statement, that for whatever reason we are here, we are probably here because we want to be successful, in whatever capacity. I like that he is not verbally making any suppositions about the audience.

OK, enough about running my laptop on the battery–I will move a chair to the wall and sit next to the outlet. Hmmmph.

Three success techniques for instructionally design:

Enhance learner motivation to learn (This reminds me of a book I used by Wlodowski, I think his name is) Boy Michael is long-winded. He is still speaking slowly about this topic. Will check Twitter until he gets to point 2

Focus learners on behavior-enhancing tasks

Create meaningful and memorable experiences

Oh good. 18 minutes into his presentation (15 minutes after the polling) he is asking for something from the audience. He asked people what the three successful tips are.

Wow he is slow in presenting. Very different style than Ruth Clarke, who I am thinking about as they both speak about eLearning and they both presented in this huge room.

Think about the learner’s experience, rather than focusing on content.

Experts do not make good SMEs because they know too much.

He is discussing ADDIE (analyze, design, develop, implement, and evaluate), and is mentioning his spin on the model is to have an iterative approach that reminds me of the PDSA (plan, do, study, act) model in quality improvement.

Don’t provide learning objectives on the beginning of the slides, because few people read them and they do not provide focus or motivation. Have them, just don’ have them at the beginning. This is a really interesting point that I have to consider a bit.

I am distracted again. I am actually working on another blog post while liveblogging this one. I wonder what this experience may mean? I am noticing that people are leaving the session. Too bad, as his content is really good and he seems to be in accordance with good adult educational theory.

Try test and tell, rather than tell and test. Interesting. I wonder if this supports giving the same pre and post test?

Michael just showed a brief video of a plane crashing into the water as an example to get our attention. I think I am going to post this and head to look at his books.

I know his content is good, but perhaps as this is the second time he is giving the same presentation, he is a little tired?

I was in this session too… interesting that you thought the same as I did. His content was interesting, but he was a little slow to take off with it. I didn’t like it when people started leaving. Sometimes you have to look beyond the presentation and take in the content instead. I also thought his examples and information was very relevant and good!

Shannon, while I agree with the content, with Michael’s reputation I would have thought a just-in-time needs analysis (or just seeing people leave) would have invited him to consider that perhaps something in the presentation should change, especially as it was a repeat of the previous day’s presentation. Great content, but sometimes the messenger is even more important than the message. When I left 15 minutes early, I did go and buy his book!